Collaborative online international learning (coil) and global mindset development: a mixed-methods study of intercultural competence in a Global South university

Abstract

Internationalization at home has emerged as an inclusive strategy for developing intercultural competence without requiring physical mobility. Collaborative Online International Learning (COIL) enables digitally mediated intercultural collaboration; however, limited empirical evidence has examined the relationships among student engagement, cultural intelligence, multicultural personality traits, and global mindset development within Global South higher education contexts. This study examined the relationships among COIL engagement, intercultural competence, and global mindset development among undergraduate students in a Philippine public university implementing internationalization-at-home initiatives. Using a convergent mixed-methods design, the study involved 86 undergraduate students who participated in COIL activities from 2022 to 2025. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were analyzed through reflexive thematic analysis and integrated using joint display analysis. Findings revealed high levels of student engagement (M = 3.86), cultural intelligence (M = 4.16), multicultural personality traits (M = 4.08), and global mindset development (M = 3.95). COIL engagement demonstrated a very strong positive association with global mindset development ( r  = .896, p  < .01), suggesting that students who reported higher levels of engagement also tended to report stronger global mindset development. Qualitative findings further revealed students' perceptions of enhanced intercultural awareness, communication confidence, and appreciation for cultural diversity despite technological and communication challenges. The findings support COIL as a viable internationalization–at–home strategy that promotes inclusive global learning aligned with Sustainable Development Goal 4.